To add a question to a quiz, select "Slides" and click on "Manage slides".
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A quiz can contain the following question types of questions:
- Single answer
- Multiple answer
- Fill in the blank
- Text blank
- True or false
- Matching
- Numeric response
- Sequence
- Long fill in
- Likert scale
- Word bank
- Crossword
Single answer
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Components | Type | Quantity | Required | Description |
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Matching | As many as desired. | Yes | HTML text that has to be matched with its corresponding option in the other column— this text can be modified from the editor. The options are shown jumbled. The right-column options have to be matched with the left-column options. | |
Positive feedback | One | No | HTML text to be displayed when a student gives the right response. | |
Negative feedback | One | No | HTML text to be displayed when a student gives the wrong response. | |
Neutral feedback | One | No | Generic text to be displayed, whether the response is right or not. It shouldn't be combined with the positive and negative feedback. |
Numeric response
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It consist of entering a number:
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Components | Type | Quantity | Required | Description |
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Question title | One | Yes | This component is already set to default, we do not have to add it. It allows adding HTML text to the question statment. | |
Text box | One | Yes | This component is already set to default, we do not have to add it. It contains the number that will be the answer to the question statment. The right value of the question is set by entering a number in "Answer". From Text box properties, we can set the conditions to be met ("Equal to","Not equal to", "Between", "Greater than","Greater than or equal to", etc.). In the event the result is between two values, there are text delimiters to be entered in "Answer" : "-" dash, ";" semicolon and ":" colon.
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Positive feedback | One | No | HTML text to be displayed when a student gives the right response. | |
Negative feedback | One | No | HTML text to be displayed when a student gives the wrong response. | |
Neutral feedback | One | No | Generic text to be displayed, whether the response is right or not. It shouldn't be combined with the positive and negative feedback. |
Sequence
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The objective is to order a series of elements as indicated in the statement. To do it, drag and drop an element on another to interchange their positions.
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Name | Quantity | Required | Description |
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Option | As many as desired. | Yes | HTML texts to be ordered as indicated in the question statement— this text can be modified from the editor. As many options as desired can be added. |
Positive feedback | One | No | HTML text to be displayed when a student gives the right response. |
Negative feedback | One | No | HTML text to be displayed when a student gives the wrong response. |
Neutral feedback | One | No | Generic text to be displayed, whether the response is right or not. It shouldn't be combined with the positive and negative feedback. |
Long fill in
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It consist of entering an answer in a certain number of lines, it also is known as "Free writing". It is usually assessed by a teacher, not by the tool.
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This is the properties panel display of the "Text Box" component:
Likert scale
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It is a non-assessable question to check the level of agreement or disagreement by scaling responses.
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Component | Quantity | Required | Description |
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Question | As many as desired | Yes | Question statement. It can be modified from properties panel ("Question title"). |
Scale | As many as desired | Yes | Score for levels to assess the proposed statements ("Title"). |
Scales | One | Yes | Component that includes "Scale" and "Question" components. |
Neutral feedbacks | One | No | Generic text to be displayed, whether the response is right or not. It shouldn't be combined with the positive and negative feedback. |
Word bank
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The objective is to drag and drop each box on its corresponding gap in a statement.
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This type of question is configured exactly the same as the Text blank question.
Crossword
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It is the typical crossword. The objective is to solve clues to fill the squares with the answers.
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